There is usually a historical reason why schools teach certain languages. But as new economies emerge, such languages may no longer be the best ones to learn.
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New research shows programmes to widen STEM participation in students are failing.
Continuing the status quo will not reduce disadvantage, and over time may even increase it.
What is the point of science knowledge if you are not likely to use it once you leave school?
Analysis of MySchool data shows that selective public schools are selecting fewer students from the most disadvantaged backgrounds, thus worsening inequality in the school system.
New analysis shows access to grammar schools is highly skewed by a child’s socioeconomic status.
The classroom setting is better for early teenagers, while self-guided language learning is better for adults.
Child refugees need to have access to quality language programs so they have a chance at doing well at school - and teachers also need to be given appropriate training.
Schools need to have a formal policy in place for how to deal with heatwaves effectively and keep children cool and well.
… and why our analysis is a much fairer comparison.
Under new government funding proposals, village schools could soon become a thing of the past.
Fragmentation, inconsistency and a lack of accountability between alternative education providers means not all young people get access to a good education.
Teachers – get to really know your kids, their families, their community and its history, and what’s going on at home. While school policies are important, relationships are the real keys to success.
Focusing on the opportunity to learn gap removes the emphasis from locating “the problem” in the person, and turns our attention to the differences in access to educational resources.
Redesigning staffing policies will attract and retain high-quality teachers in the schools that need them most.
17% of the Australian population is now of various Asian backgrounds. School curriculum around Asia-Australia relations needs updating to reflect demograpic changes.
Our enemy is complacency – blaming the post-codes, fixing the students not the system, and arguing for more resources to continue what is not working.
But can they improve pupils’ behaviour?
Many young children can give the false impression that they are learning to read, when in fact they are mostly guessing words from pictures or context. This test will help to identify these students.
Despite significant reform agendas over the past decade, no real progress in outcomes has been achieved.
Kontributor teratas
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Adjunct associate professor, Southern Cross University
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Senior Lecturer in Educational Leadership, Australian Catholic University
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School Education Program Director, Grattan Institute
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Professor, School of Education, University of Southern Queensland
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Senior Manager, Brisbane Catholic Education & Associate Professor of Education (Adjunct), Charles Sturt University
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Professor of Education and Public Policy, Durham University
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Honorary Senior Fellow, The University of Melbourne
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Professor Emeritus Melbourne Graduate School of Education, The University of Melbourne
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Associate professor, University of Technology Sydney
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Emeritus Professor of Education, University of Derby
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Associate Professor in Education, UNSW Sydney
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Professor of Economics, University of Bristol
